Designable elements of integrative learning environments at the boundary of school and work: a multiple case study

Bouw, Erica; Zitter, Ilya; Bruijn, Elly de

doi:10.1007/s10984-020-09338-7

Cited by 24 publications

(28 citation statements)

References 58 publications

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“…We acknowledge that vocational education could take place both in school and at work sites (e.g. Bouw, Zitter, and De Bruijn 2020), and it is essential to study pedagogic practices in relation to learning at the boundary of school and work. However, current literature review is not aimed at clarifying this relationship.…”

Section: Understanding Pedagogic Practices To Support Vocational Learning At Workplacesmentioning

confidence: 99%

Pedagogic practices in the context of students’ workplace learning: a literature review

Ceelen

Khaled

Nieuwenhuis

et al. 2021

Journal of Vocational Education & Training

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Pedagogic practices at workplaces are provided to support students' vocational education. To contribute to the understanding of supporting workplace learning, the focus of this literature review is to operationalise how pedagogic practices play out in practice. An overview is provided of pedagogic practices applied at workplaces to support students' vocational learning. Included studies provide descriptions of manifestations of pedagogic practices enabled by experienced colleagues, such as supervisors, in the context of students' workplace learning. Three sets of relevant search terms were defined, including synonyms and related definitions of 'pedagogic practices', 'supervisors' and 'workplace learning'. Fortyseven studies were selected, retrieved and processed qualitatively. Findings represent a comprehensive overview of fourteen categories of pedagogic practices. Three perspectives on supporting students are discussed: demonstrating vocational activities, stimulating vocational participation, and entrusting vocational activities.

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Section: Understanding Pedagogic Practices To Support Vocational Learning At Workplacesmentioning

confidence: 99%

Pedagogic practices in the context of students’ workplace learning: a literature review

Ceelen

Khaled

Nieuwenhuis

et al. 2021

Journal of Vocational Education & Training

Self Cite

View full text Add to dashboard Cite

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“…Design choices are viewed to be highly context-dependent (Carvalho and Goodyear, 2018;Bouw et al, 2021;Heeneman et al, 2021), and indeed a wide range of design choices was found across the nine programs showing a wide range of manifestations of PA in practice. Higher education institutes seem to use the principles of PA to make design choices that fit their particular students, views on learning, and workplace characteristics and developments.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Since intentional design choices can thus determine to a large extent whether learning processes are stimulated (van den Akker, 2004;Carvalho and Goodyear, 2018;Bouw et al, 2021) and whether robust decision making is possible, PA is often described as a design issue (Torre et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Programmatic assessment design choices in nine programs in higher education

2022

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In programmatic assessment (PA), an arrangement of different assessment methods is deliberately designed across the entire curriculum, combined and planned to support both robust decision-making and student learning. In health sciences education, evidence about the merits and pitfalls of PA is emerging. Although there is consensus about the theoretical principles of PA, programs make diverse design choices based on these principles to implement PA in practice, fitting their own contexts. We therefore need a better understanding of how the PA principles are implemented across contexts—within and beyond health sciences education. In this study, interviews were conducted with teachers/curriculum designers representing nine different programs in diverse professional domains. Research questions focused on: (1) design choices made, (2) whether these design choices adhere to PA principles, (3) student and teacher experiences in practice, and (4) context-specific differences between the programs. A wide range of design choices were reported, largely adhering to PA principles but differing across cases due to contextual alignment. Design choices reported by almost all programs include a backbone of learning outcomes, data-points connected to this backbone in a longitudinal design allowing uptake of feedback, intermediate reflective meetings, and decision-making based on a multitude of data-points made by a committee and involving multi-stage procedures. Contextual design choices were made aligning the design to the professional domain and practical feasibility. Further research is needed in particular with regard to intermediate-stakes decisions.

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“…The spider web is useful to design learning environments in a single context, such as a classroom in a school context, but seems less suitable to deal with typical design issues of vocational education, concerning both contexts of school and work. Indeed, the curricular spider web does not focus on specific designable elements that may support the school-work connectivity, namely, the epistemic, spatial, instrumental, temporal, and social elements that shape the activities that emerge at the school-work boundary in vocational education (Bouw et al, 2020;Markauskaite & Goodyear, 2017;Zitter & Hoeve, 2012).…”

Section: Curriculum Development In Vocational Educationmentioning

confidence: 99%

Multilevel design considerations for vocational curricula at the boundary of school and work

Bouw

Zitter

Bruijn

2021

Journal of Curriculum Studies

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This study focuses on the school-work connection from the perspective of curriculum design. The aim was to uncover considerations underpinning the design of learning environments in vocational education. The research took place in the Netherlands. A focus group methodology was chosen to elicit designers' considerations, which generally remain largely implicit. These considerations concern the designable elements of learning environments: epistemic, spatial, temporal, and social elements. Design considerations were uncovered at each of the aggregation levels of a curriculum. At the macro-level, considerations referred to the connectivity between the contexts of school and work. Based on these considerations, different designs were chosen along the school-work continuum. At the meso-level, another continuum was found: the complexity in terms of practices involved in the learning environment. At the micro-level, concrete design considerations were revealed that designers take into account to strengthen the school-work connection. Thus, design considerations at three levels were made explicit. Moreover, the need for alignment between the designable elements and the curriculum levels became more apparent, leading to a deeper understanding of curriculum design for vocational education. This paper adds understanding of ways to strengthen the school-work connection and design future-proof vocational curricula.

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Designable elements of integrative learning environments at the boundary of school and work: a multiple case study

Cited by 24 publications

References 58 publications

Pedagogic practices in the context of students’ workplace learning: a literature review

Pedagogic practices in the context of students’ workplace learning: a literature review

Programmatic assessment design choices in nine programs in higher education

Multilevel design considerations for vocational curricula at the boundary of school and work

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